1.1 Introduction
ICT is an acronym for Information and Communication Technology which refers to a systematic process of gathering, processing, storing, sending and retrieving of information through the print, broadcast, computing and telecommunications media (Onwuagboke, 2009). Information and communication technology has the potential to accelerate, enrich and deepen skills; motivate and engage students in learning; it also help in relating school experiences to work practices, strengthen teaching and provides opportunities for connection between the school and the world (Kirschner and Woperies, 2003). Teaching and learning are inseparable concepts with learning playing more of judgmental role to teaching. Though teaching and learning are intimately linked processes and are interdependent as well as inter woven, teaching is a social phenomenon, while learning is a psychological phenomenon.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Business education is one of the occupational areas that are richly provided by vocational and technical education in Nigeria. Business education refers to a programme of instruction that offers various skills in accounting, marketing and Office Technology and Management (OTM). Teaching and learning are inseparable concepts with learning playing more of judgmental role to teaching. It is believed that unless the child learns the teacher has not taught. Though teaching and learning are intimately linked processes and are interdependent as well as inter woven, teaching is a social phenomenon, while learning is a psychological phenomenon. It is teaching which generally results into learning but there can be learning without teaching. The nub of teaching learning process lies in the moment by moment relationship between the willing leaner and the competent co-teacher.
Teaching and learning are transformational activities which involve two major variables - teacher and student. In the teaching-learning process emphasis is on students and on increasing their potentials to contribute to educational excellence. In addition to their conventional roles as recipients, students are the raw materials for education. The grandiloquent role of students as recipients and raw materials for education becomes a paradox when teachers are not grounded with the knowledge, skills, techniques and other wherewithal needed to transform these students who are raw materials into useful outputs. Therefore, teachers are seen as catalysts. As catalysts teachers are expected to cause a change in the behaviour of these students. A teacher who can act as an ideal catalyst is an authority on the subject he/she teaches, flexible in attitude, exemplary in conduct, easily approachable, controls and directs when necessary and goes out of the way to allow leadership acts to emerge from learners.
Unfortunately, graduates of Business Education in Tertiary Institutions having undergone reasonable period of teaching and learning processes come out of school without employable skills, thus, widening the unemployment that already at its chronic states in Nigeria. The teaching and learning of Business Education requires the utilization of information and Communication Technology (ICT) for the inculcation of these skills especially to match pace with changes already experienced globally in the way both office work and business activities are carried out. The moment, the skill gap experienced among Business Education graduates in Nigerian tertiary institutions points to low utilization of ICT.
Okoli (2010) noted that business education is an important part of the general education which emphasizes on the acquisition of skills and competencies for use in offices and business related occupation. Similarly, Nwazi (2010) describes business education as encompassing education for office occupation, business teaching, business administration and economic understanding. In all, Abdulkadir (2011) opines that one remarkable important characteristic of business education programme is that, its products can function independently as self-Employed and Employers of labour. To this end, the tenet of business education embraces basic education for teaching career, entrepreneurship, business understanding, office management and vocational practices.
Therefore, in Delta State where the research was carried out, the activities that was conducted is to know the Problems in Business Education Research in ICT Era as Perceived by Business Educators in Tertiary institutions.
1.3 Statement of Problems
Investigation revealed that teaching and learning process in Business Education in Nigeria tertiary institutions is still at it crudest form. Both lecturers and students are still relying on textbooks information and lecturers class verbalization due to the general poor attitude towards innovation. Both lecturers and students believe that government has neglected education. Consequently, it is observed that many Business Educators and students are yet to fully utilize ICT for teaching and learning.
Over the years there has been a general poor performance in Business Education, this is not only applicable in secondary examinations were business education subjects are taught but also in university precisely under business education most students who enroll in business education department do not graduate successfully with their mate. The failure of educational system to provide adequate and appropriate teaching-learning aids in order to improve academic performance of students is of a great concern to government, educational institutions and other concern citizens.
1.4 Aim and Objectives of Study
The study was carried out to examine the Problems in Business Education Research in ICT Era as Perceived by Business Educators in Delta State Tertiary Institutions. In achieving this aim, the following specific objectives were laid out as follows:
- To find out the ICT resources available for teaching Business Education by Business Educators in Delta State Tertiary Institutions;
- To examine the level of utilization of these ICT resources in teaching Business Education by Business Educators in Delta State Tertiary Institutions;
- To determine the benefit derived by using ICT resources in teaching Business Education by Business Educators in Delta State Tertiary Institutions; and
- To investigate the problems facing the utilization of ICT resources in teaching Business Education by Business Educators in Delta State Tertiary Institutions.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What are the ICT resources available for teaching Business Education by Business Educators in Delta State Tertiary Institutions?
- What is the extent of utilization of each ICT resources for teaching Business Education by Business Educators in Delta State Tertiary Institutions?
- What are the benefits derived in using ICT resources in teaching of Business Education in Delta State Tertiary Institutions?
- What problems confront the use of ICT resources for teaching Business Education by Business Educators in Delta State Tertiary Institutions?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between ICT utilization by Business Educators and teaching of Business Education by Business Educators in Delta State Tertiary Institutions.
- H1: There is a significant relationship between ICT utilization by Business Educators and teaching of Business Education by Business Educators in Delta State Tertiary Institutions.
Hypothesis Two
- H0: There is no significant difference in the Mean ratings of male and female Business Educators on the contributions of ICT resources to the teaching Business Education by Business Educators in Delta State Tertiary Institutions
- H1: There is a significant difference in the Mean ratings of male and female Business Educators on the contributions of ICT resources to the teaching Business Education by Business Educators in Delta State Tertiary Institutions
Hypothesis Three
- H0: There is no significant difference in the Mean ratings of male and female Business Educators on the problem facings ICT resources in teaching business education in Delta State Tertiary Institutions
- H1: There is a significant difference in the Mean ratings of male and female Business Educators on the problem facings ICT resources in teaching business education in Delta State Tertiary Institutions
1.7 Significance of Study
This study is particularly significant since it seeks to explore and outline, by drawing experiences from other empirical evidence of the study group. It is envisaged that this study will contribute to the development of African educational system. Specifically, the relevance of the study will help to:
- Steer Government and Proprietors of schools to recognize the need to adequately equip their schools with current and appropriate instructional materials.
- Prove the worth of ICT instructional materials in teaching learning processes.
- Inculcate in teachers the habits of using instructional materials appropriately in teaching learning process to arouse interest and determination among students.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the study focuses on the Problems in Business Education Research in ICT Era as Perceived by Business Educators in Delta State Tertiary Institutions.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
ICT: Information and communication technology as the collection, storage, processing dissemination and use of information (Achuonye, 2002).
